什么影响了中国复杂消费产品企业(CCPs)的学习速度?

What Affects the Learning Speed of Complex Consumption Product(CCPs) Enterprises in China?

本文旨在以中国复杂消费产品企业的技术发展过程为主线,采用探索性单案例研究方法,以华晨汽车为样本,探讨影响企业快速学习的关键因素,研究结论表明:拿来主义、模仿学习和合作学习是中国复杂消费产品企业快速学习的基础;而基于不同知识的不同学习则进一步提高了中国复杂消费产品企业学习的速度与有效性,其中,不同的学习包括在各个阶段,不同的学习形式、顺序和不同的学习程度等三层含义,即从引进技术阶段,吸收阶段到合作阶段,核心知识采用了从拿来主义、拿来主义(为主)和模仿学习到拿来主义和合作学习(为主)的学习形式,通用知识采用了从拿来主义、拿来主义和模仿学习(为主)到拿来主义(为主)和合作学习的学习形式。本研究发展了知识视角下组织学习模式的基本认知:即在关注学习的知识内容以及学习的顺序的基础上,同时提出对于不同的知识应采用不同的学习顺序,此外,不同的学习形式在某种学习顺序中能够同时存在,而且对应于不同的学习程度,本文对完善知识视角下的组织学习理论体系和指导中国复杂消费产品企业实践具有深远意义。

This paper focuses on the technological development of Chinese complex consumption product enterprises.It takes Brilliance Auto as the sample to explore the key factors that affect the fast learning of enterprises via employing the exploratory single-case study method.The conclusion shows that borrowlism,imitative learning and cooperative learning are the foundation for the fast learning of complex consumption product enterprises in China,and learning based on different knowledge further enhances the learning speed and effectiveness of China＇s CCPs enterprises.Besides,different learning consists in different stages,in different forms and sequences,and in different speeds.When going through the process of technology introduction,absorption,and cooperation,in regards to the forms of core knowledge learning,it evolves from employing borrowlism,borrowlism（mainly）and imitative learning to employing borrowlism and cooperative learning（mainly）.And in regards to the forms of universal knowledge learning,it evolves from employing borrowlism,borrowlism and imitative learning（mainly）to employing borrowlism（mainly）to cooperative learning.This study develops the basic understanding of organizational learning model from the perspective of knowledge,paying attention to the content and the sequences of learning,and it also proposes that different learning sequences should be adopted in learning different knowledge.In addition,different forms of learning can exist in some learning sequences and correspond to different degrees of learning at the same time.This paper has profound significance for organizational learning model development and for guiding the practice of China＇s complex consumption product enterprises.